Epistemologias Feministas
The seminar is organized in 4 modules, 4 axes of theoretical discussion in which texts will be analyzed on how a certain type of technical-scientific paradigm that marked the modernity was questioned, in particular, by feminist critical theories and in them specifically by the analytical concept of gender.
It is also intended to understand this category of analysis at the intersection with other categories such as “race”/ethnicity and class and to provide theoretical and analytical tools that allow an intersectional approach and the understanding of the epistemological diversity of the construction of knowledge.
Criticisms of the “universalism” of some feminist theories are addressed, in the search for recognition of differences and openness to “outside the center” thinking (in Ella Shohat’s term), with a view to constructing a path of “decolonization of knowledge”, based on a plural and polyphonic dialogue that calls upon diverse theoretical approaches.
This course is intended to contribute to a better understanding of the contemporary world, stimulating critical thinking and active citizenship.
Gender
Intersectionality
Feminisms
At the end of the course the student should be able to:
• Understand the evolution of concept construction and scientific knowledge and the questioning provoked by the analytical concept of gender;
• Reflection on the articulation/intersectionality of concepts such as gender, ethnicity, and class, among others;
• Development of critical reasoning;
• Ability to construct an argumentative and reflective text in the field of Social Sciences;
• Ability to articulate acquired concepts, considering diverse social, cultural, and political contexts of intervention.
1.Epistemological issues: contemporary critical theories; feminist theories.
2. Epistemological issues: the construction of differences and inequalities.
3. Epistemological issues: knowledge "out of the center".
4. Epistemological questions: (re) thinking paths.
Amâncio, Lígia (2003). O género no discurso das ciências sociais, Análise Social vol. XXXVIII (168): 687-714.
Crenshaw, Kimberlé (2002). Documento para o encontro de especialistas em aspetos da discriminação racial relativos ao género. Estudos Feministas, 10(1), 171-192
Cruz, Maria Helena Santana (2014). A Crítica Feminista à Ciência e Contribuição à Pesquisa nas Ciências Humanas. Revista Tempos e Espaços em Educação, 7(12), 15-28.
Joaquim, Teresa (2020) Polifonia de vozes ou os feminismos como possibilidade de um mundo comum: elas estão (ou não estão) lá?, In Falar de mulheres. Dez anos depois, Lisboa: Humus: 25-38.
Ribeiro, Djamila (2019). Lugar de fala. São Paulo: Sueli Carneiro/Editora Jandaíra.
Maluf, Sônia Weidner; Costa, Claudia de Lima (2001). Feminismo fora do centro. Entrevista com Ella Shohat. Revista Estudos Feministas, 9(01), 147-163.
Meneses, Maria Paula G.; Nunes, João Arriscado; Santos, Boaventura Sousa (2005). Para ampliar o Cânone da Ciência: a diversidade epistemológica do mundo. Semear outras soluções: os caminhos da biodiversidade e dos conhecimentos rivais. Rio de Janeiro: Civilização Brasileira, 357-391.
Oliveira, João Manuel (2010). Os feminismos habitam espaços hifenizados: a localização e interseccionalidade dos saberes feministas. Ex aequo, 22, 25-39.
Santos, Boaventura Sousa (1988). Um discurso sobre as Ciências. Porto: Edições Afrontamento.
Spivak, Gayatri Chakravorty (2014). Pode o subalterno falar? Belo Horizonte: Editora UFMG.
Note: Further readings will be recommended during the semester on the e-learning platform.
Evaluation is made on individual basis and it involves the coexistence of two modes: continuous assessment (60%) and final evaluation (40%). Further information is detailed in the Learning Agreement of the course unit.
Reading competence in English.